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Classroom Assessment Practices

The SATAL team can help you collect the data you need to gauge how your students are adjusting and determine what else they need to succeed.

COVID-19 PLANNING

--> Assessing Emergency Remote Instruction

You might create a survey of your students about their needs and preferences for remote instruction.  Here is a sample survey (Article: inclusion, equity and access).

--> Gathering Feedback During Remote Instruction

For Students: A quick survey will provide insight into how your students are coping with the changes implemented and what they need to succeed.

1) Using the "chat function" and can be paired with the Quality Matters rubric.

A 3-2-1 assessment using the chat box feature at the end of the class session if you feel you have the capacity to do this (e.g., 3 things you learned, 2 questions you still have, 1 action you are going to take).  Zoom gives you the option to download the chat feature immediately after the event and you can then analyze the answers to these questions later.

2) Using the Catcourses Quiz function or Qualtrics surveys.

 1) How are you feeling about the transition to remote teaching?
 2) What is working for you, and what isn’t?
 3) What do you need that I'm not addressing?
 4) What else do you need to succeed?

For FacultyAdvise for gathering feedback during significant disruptions

   1) What did I do as an instructor to reduce student apprehension and anxiety during this time of disruption? What might I do more of next time?

   2) Which course modifications were most/least successful in terms of my ability to:
   a. maintain student engagement in their learning?
   b. effectively identify student progress and barriers to learning along the way? c. effectively assess student learning for their final grade?

   3) What (specifically) worked well?

   4) What unexpected student, instructor, and/or TA needs did I encounter? What did I learn from those experiences?

   5) What (if anything) might I do differently in the future to build flexibility into my course, in case of other (hopefully less significant) disruptions to my teaching?

   6) Given my students’ experience in my course this semester, what adjustments or special considerations should be made for AY2020-21 courses? For example, is there   an anticipated impact on student readiness for the next course in a specific sequence?

--> Course Assessment Rubrics:

Quality Matters Rubric

Sunny Rubric

--> Syllabus Assessment Rubric:

Univeristy of Virginia: Syllabus Rubric

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Make Assessment Routine

What are the advantages of doing assessment througout the semester?

(1) Improved understanding of learning needs.

(2) Opportunity for structured dialogue about teaching and learning with students.

(3) Evidence for teaching portfolio.

Assisting with Data Collection

Students working for SATAL are trained to gather, analyze and report indirect evidence in support of student learning outcomes. SATAL students can lead a number of services, depending on the type of feedback instructors or programs want to obtain (see options below).

American Public University System: Assessment Terms Glossary

Class Assessment Options

1Class Entry Survey:

A growing body of research stresses the important role that prior knowledge plays in student learning. Instructors who seek this prior knowledge are taking a very direct interest in the students. If instructors expose what students already know, they will have more success in attaching new knowledge to the schematic frameworks that students bring to class. Capturing students’ questions at the beginning of the semester also provides an interesting way to refine the curriculum around student needs (Fleming, 2003).
The data collected through needs assessment tools will benefit instructors and students alike:
1) It will provide students with a clear and understandable vision of the learning target.
2) It will guide instructors to shape assignments to develop the target skills and concepts that students find most challenging.
3) Instructors will identify what activities engage students most productively.
4) What interventions advance student progress.
Source: Fleming, Neil. Establishing Rapport: Personal Interaction and Learning . Idea Paper # 39.IDEA Center Website.

2Mid-Course Feedback:

Research shows that mid-course feedback activities improve the instructional experience for both faculty and students. The best result is when faculty seek mid-course feedback, discuss it in class, and then act on it.
Mid-course feedback: (1) allow students to reflect on course goals and individual progress, (2) inform the instructor about what is working and not working in the course, and (3) recognize that the instructor cares about their learning. Midsemester feedback is a tool to give instructors and students information on how the class is going and what might be done to improve the learning environment. Request SATAL services to discover students' concerns before it's too late and keep results confidential.

The following links will provide more information on mid-course evaluations: North Carolina State University, Office of Faculty Development: Mid-Semester Evaluations

3Exit Survey:

An exit survey / interview is usually conducted with graduating students to assess what should be improved, changed, or remain intact. More so, a class/ program can use exit interviews to reduce absenteeism, improve innovation, and increase engagement and retention. It is important for each class/ program to customize its own exit interview according to its own needs.

Class Assessment Tools Samples

Surveys of General Applicability

How to respond to feedback results

Discipline Specific Tools

Entry Survey1

Mid-Course Feedbackl2

Exit Survey3

School of Social Sciences, Humanities and Arts WRI 101

 Course Feedback Form

Brief Mid-Course Feedback

BIO 001
School of Natural Sciences

PHYS 008

PHYS 008 w/clickers

BIO 001

BIO 002

PHYS 008 (abridged version)

1. Course Feedback Form 

2. Course Feedback Form 

 
School of Engineering ME 021

1. Course Feedback Form 

2. Course Feedback Form 

 

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